“Proaktif Teachers” Training to Increase Emotional Regulation of Teachers in Vocational Schools

Istiqomah Yungsiana, Wisjnu Martani

Abstract


Emotion regulation is an important aspect in teachers a teacher’s everyday life. However, facts show that some teachers fail to properly regulate their emotions. Accordingly, an intervention is needed to enhance teachers’ emotional regulation. “PROAKTIF Teachers” is a training module developed to increase teachers’ emotional regulation. The “PROAKTIF Teachers” training was structured based on a “PROAKTIF” Guidance and Counseling Model. This research aimed to find out the effect of “PROAKTIF Teachers” training on vocational School teachers’ emotional regulation. The research method was quasi experiment using the untreated control group design with dependent pretest and posttest samples. Twenty-six vocational school teachers participated in this study, they were assigned into experimental and control groups. The participants were recruited using purposive sampling technique.The research instruments were emotional regulation scale, “PROAKTIF Teachers” module, and manipulation check. Data analysis used mixed annova. The result of the research showed that “PROAKTIF Teachers” training did not have significant effect in increasing emotional regulation of teachers in Vocational schools. The result of the present study could be used as a reference to develop a training model to help vocational school teachers to improve their emotion regulation skills by considering several aspects found in the present study including duration, model, approach, theoretical basis, focus, and psychological values of the training.


Keywords


proaktif teachers; emotional regulation; teachers; vocational school

Full Text:

PDF

References


Alimin. (2015). Analisis Kompetensi Kepribadian Guru Pendidikan Agama Islam SMP di Tarakan. Jurnal Kebijakan dan Pengembangan Pendidikan, Volume 3, Nomor 1, Januari 2015; 61-65, ISSN: 2337-7623; EISSN: 2337-7615

Allport, G. W.. (1937). Personality: a psychological interpretation. New York: Henry Holt and Company

Anggawati, F.. (2016). Validasi Modul "Guru Inspiratif" untuk Meningkatkan Interaksi Guru dan Siswa Taman Kanak-Kanak. Tesis (tidak diterbitkan). Yogyakarta: Universitas Gadjah Mada.

Ariyani, M., & Nissa, S. Z.. (2016). Regulasi Emosi pada Guru Ditinjau dari Status Pernikahan. Jurnal Penelitian dan Pengukuran Psikologi Volume 5, Nomor 2, Oktober 2016 http://doi.org/10.21009/JPPP.

Atamimi, N. (2011). Keterampilan Psikologis Model BK “PROAKTIF”. Disertasi. Yogyakarta: Universitas Gadjah Mada.

Atamimi, N. (2015). Keterampilan Psikologis Model ”BK PROAKTIF” Untuk Mengembangkan Karakter dan Kepribadian Guru SD yang Humanis. Jurnal Pendidikan Karakter, Tahun V, Nomor 1, April 2015

Atamimi, N. (2015). Keterampilan Psikologis Model Bimbingan Konseling PROAKTIF untuk Guru Sekolah Dasar. Cakrawala Pendidikan, Oktober 2015, Th. XXXIV, No. 3.

Barber, L. K., Munz, D. C., Bagsby, P. G., & Grawitch, M. J. (2009). When does time-perspective matter? Self-control as a moderator between time-perspective and academic achievement. Personality and Individual Differences, 46(2), 250- 253.

Brackett, M. A., Palomera, R., Kaja, J. M., Reyes, M. R., & Salovey, P. (2010). Emotion-Regulation Ability, Burnout, And Job Satisfaction Among British Secondary-School Teachers. Psychology in the schools, Vol 47(4).

Chang, M. L. (2009). Teacher Emotional Management in the Classroom: Appraisals, Regulation, and Coping with Emotions. Dissertation. Columbus: The Ohio State University.

Cowie, N. (2011). Emotions that experienced English as a foreign language (EFL) teachers feel about their students, their colleagues and their work. Teaching and Teacher Education, 27(1), 29–36.

Cross, D. I., & Hong, J. Y. (2012). An ecological examination of teachers’ emotions in the school context. Teaching and Teacher Education, 28, 957-967

Dalimunthe, H. L. (2014). Pelatihan Keterampilan Psikologis Model BK “PROAKTIF” untuk Meningkatkan Kemampuan Pemecahan Masalah pada Guru SD. Tesis (tidak diterbitkan). Yogyakarta: Universitas Gadjah Mada.

Fitriyani, R. (2014). Pelatihan Keterampilan Psikologis Model BK “PROAKTIF”-R untuk Meningkatkan Regulasi Emosi Guru SD. Tesis (tidak diterbitkan). Yogyakarta: Universitas Gadjah Mada.

Gross, J. J.. (2007). Handbook of emotion regulation. New York: The Guilford Press.

Gross, J.J., & John, O. P. (2003). Individual differences in two emotion regulation processed: Implications for affect, relationships, and well being. Journal of Personality and Social Psychology, 85(2), 348-362.

Harmon-Jones, E., Harmon-Jones, C., Amodio, D. M., & Gable, P. A.. (2011). Attitudes Toward Emotions. Journal of Personality and Social Psychology, 2011, Vol. 101, No. 6, 1332–1350, DOI: 10.1037/a0024951

Hosotani, R., & Matsumura, K. I. (2011). Emotional experience, Expression, and Regulation of High-quality Japanese Elementary School Teachers. Teaching and Teacher Education, 27(6), 1039–1048

Hoy, A. W., & Davis, H. A. (2005). Teachers’ Sense Of Efficacy and its Influence on The Achievement of Adolescents. In T. Urdan & F. Pajares (Eds.), Adolescence And Education: Volume V: Self-Efficacy Beliefs During Adolescence (pp. 117-137). Information Age Publishing. In Greenwich, CT.

Jasmadi. (2008). Keterbukaan terhadap perubahan ditinjau dari efikasi diri, optimisme, pendidikan dan masa kerja karyawan Universitas Ahmad Dahlan Yogyakarta. Tesis (tidak diterbitkan). Yogyakarta: Universitas Gadjah Mada.

Jiang, J., Vauras, M., Volet, S., & Yili, W. (2015). Teachers' Emotions and Emotion Regulation Strategies: Self-and Students' Perceptions. Teaching and Teacher Education, 54, 22-31.

Johari, K., Ismail, Z., Osman, S., & Othman, A.H. (2009). The Influence of Teacher Training and Teaching Experience on Secondary School Teacher Efficacy. Jurnal Pendidikan Malaysia, 34(2), 3-14.

Julaeha, S. (2010). Pengembangan model pembimbingan untuk meningkatkan kemampuan guru dalam melakukan refleksi pembelajaran (suatu studi pada program S1 PGSD Universitas Terbuka). Disertasi (Tidak Diterbitkan). Universitas Pendidikan Indonesia, Jakarta

Kolb, A. Y., & Kolb, D. A. (2008). Experiential learning theory : a dynamic, holistic approach to management learning, eduaction and development. London : Sage Publication.

Kristoto, P. E. S., Zakso, A., & Rivaie, W.. (2015). Pengaruh Kompetensi Kepribadian Guru terhadap Keberhasilan Siswa dalam Belajar Sosiologi SMA Kemala Bhayangkari 1. Jurnal Pendidikan dan Pembelajaran, Vol 4, No 12 (2015).

Laible, D., Carlo, G., Panfile, T., Eye, Jessica., & Parker, J.. (2010). Negative emotionality and emotion regulation: A person-centered approach to predicting socioemotional adjustment in young adolescents. Journal of Research in Personality 44 (2010) 621–629. doi:10.1016/j.jrp.2010.08.003

La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2002). The Classroom Assessment Scoring System: Findings from The Prekindergarten Year. The elementary school journal, 104 (5), 409-426.

Mayers, A.. (2013). Introduction to Statistics and SPSS in Psychology. Edinburgh Gate: Pearson Education Limited

Pines, A. M. (2002). Teacher burnout: A psychodynamic existential perspective. Teachers & Teaching, 8(2), 121-140.

Proctor, C., Tweed, R., & Morris, D.. (2016). The Rogerian Fully Functioning Person: A Positive Psychology Perspective. Journal of Humanistic Psychology 2016, Vol. 56(5) 503–529, DOI: 10.1177/0022167815605936, jhp.sagepub.com

Purnamaningsih, E. H. (2015). Pengaruh Psikoedukasi Strategi Regulasi Emosi Reappraisal terhadap Kualitas Hidup Orang dengan Hipertensi. Disertasi (Tidak diterbitkan). Yogyakarta: Universitas Gadjah Mada.

Purwanti. (2013). Guru dan Kompetensi Kepribadian. Jurnal Visi Ilmu Pendidikan, Vol 10, No 1 (2013).

Rusmaladewi, & Indah, D. R. (2018). Prosiding Seminar Nasional Hasil Penelitian dan Pengabdian Kepada Masyarakat Hibah FKIP-UPR Tahun 2017. ISSN 2614-2538 Vol. 1 Januari 2018.

Sari, N. (2014). Keterampilan psikologis model BK”PROAKTIF”-R untuk Meningkatkan Komunikasi Interpersonal Guru SD. Tesis (tidak diterbitkan). Yogyakarta: Universitas Gadjah Mada.

Shadish, W., Cook, T. D., & Campbell, D. T. (2002). Experimental and Quasi-Experimental Design for Generalized Causal Inference. Boston : Hounghton Mifflin Company.

Sharlanova, V. 2004. Experiential Learning. Departement of information and Qualification of Teachers. Trakia Journal of Sciences, Vol. 2, No. 4, 36-39.

Sharpe, E., & Wallis, D. J. (2014). Attitudes towards emotional expression, emotion regulation and eating psychopathology. Appetite, 83, 354. doi:10.1016/j.appet.2014.06.072

Sugiyanto. (2009). Manipulasi: Karakteristik Eksperimen. Buletin Psikologi Fakultas Psikologi Universitas Gadjah Mada Volume 17, NO. 2, 2009: 98 – 108 ISSN: 0854‐7108.

Sutton, R. E. (2004). Emotional Regulation Goals And Strategies Of Teachers. Social Psychology of Education 7, 379 – 398.

Sutton, R. E. (2005). Teachers' emotions and classroom effectiveness: Implications from recent research. The Clearing House, 78(5), 229e234.




DOI: http://dx.doi.org/10.12928/psikopedagogia.v9i2.17819

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Istiqomah Yungsiana, Wisjnu Martani

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


PSIKOPEDAGOGIA Jurnal Bimbingan dan Konseling
ISSN 2301-6167 (print) | 2528-7206 (online)
Published by Universitas Ahmad Dahlan in collaboration with Association of Guidance Counseling Study Program, ALPTKPTM, Indonesia
Address: Kampus 2, Universitas Ahmad Dahlan
Jln. Pramuka No. 42, Sidikan, Umbulharjo, Yogyakarta 55161, Indonesia
Telp. +62 274-563515 ext. 2134

Email: psikopedagogia@journal.uad.ac.id